Linguistics Commons^™

The Effect Of Educational Kinesiology On Second Language Acquisition, Tina Lynne Haverstick

MA TESOL Collection

This thesis is a summary of my experience working with the theory of Educational Kinesiology (Edu-K) in the foreign language classroom environment. It may serve as a guide for anyone who is interested in tapping into the full potential of students’ brains within a structured learning environment.

A case study is presented here examining the effects of educational kinesiology on two groups of kindergarten students I taught simultaneously in my EFL classroom in Taiwan.

I chose to assess their attitudes toward different classroom activities, including those geared toward improving listening, speaking, reading and writing, as well as the overall attitude …

Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff

MA TESOL Collection

This paper examines how drama methodology can be used to remove barriers to English acquisition and to encourage English language production in Japanese university students. The effect of the affective filter and Monitor use in language production will be covered. The use of drama methodology will be analyzed and its usage in the classroom evaluated. The use of drama techniques to create lessons will be demonstrated.

Unleashing The Writer Within: A Workshop Based Writing Course Designed To Release Student Fears, Cultivate Creativity And Develop Editing Skills, Kimberly Sue Connelly

MA TESOL Collection

Establishing a community of learners in a language classroom produces a fertile environment in which to teach any and all language skills. Building community was the focus of the Writing Workshop that I designed and taught to large classes of high beginner to advanced immigrants, refugees, and international students in a college level ESL program. The activities I developed for the first weeks connect students to each other through creativity, music and art, authorize students to set their own goals, encourage them to examine their writing anxieties, and allow them to explore their identities as writers. By breaking down fears …

Using Innovative Language Learning Methods With Mombusho Textbooks, Janet Melinda Beane

MA TESOL Collection

This paper shows how chapters from two different textbooks at different levels might be taught using several different methods. The paper begins with a discussion of my reasons for choosing this topic and goes on to lay out what I feel a method needs to consider in order to be a good method. In the next section, I go on to introduce various innovative language teaching methods such as ALM, TPR and the Silent Way. For each method I include a short section of background information including the principles and techniques of each lesson. Then I contrast a typical lesson …

African Film: A Dynamic Medium For A High School French Class Cultural Curriculum, Denise Elizabeth Dunn Barstow-Girel

MA TESOL Collection

Culture can be an integral part of the French foreign language class when students learn French language and Francophone culture through a content-based approach using the medium of African films. Founded on the pedagogical value of a thematic study of issues aimed at raising linguistic, cultural, and global awareness in adolescent, fourth or fifth year high school French students, I developed this cultural curriculum focused on Francophone African culture. While learning the French language, students will gain knowledge of West African cultures including historical aspects, and the role of the French language in this region.

Tenant Partners For Community Education: A Family Literacy Project, Pamela J. Anderson

MA TESOL Collection

The purpose of this paper is to discuss, describe, and evaluate a family literacy program I developed as a pilot project for Southeast Asian immigrant families with elementary school-aged children living in the Tenderloin neighborhood of San Francisco.

I will give an overview of this project and review recent research on the different approaches to family literacy. Using a working definition of family literacy based upon current research and implementation in the field, the Indochinese Housing Family Literacy Project-a description of its structure and expected outcomes, lesson plans, and useful findings from current working programs-will be explored and described. Finally, …

Building A Teacher Education Program For Efl Teachers: From Process To Product, Eliana Santana

MA TESOL Collection

This IPP contains a teacher education program for a school in the north of Brazil. It also shows the process I used in order to construct it. It shows the context for which the program was developed, the state-of-the-art in TESOL teacher preparation, as well as my own beliefs and assumptions about how learning teaching takes place. Then, it presents the needs analysis as well as the curriculum designed for the program.

The Affect Of Writing On The Internet, Jane Hoelker

MA TESOL Collection

This paper is a description of the development, objectives, implementation and results of an advanced composition course conducted on the Internet with IWE (International Writing Exchange) of the Helsinki University of Technology. The purpose of the course was to motivate students of English who were discouraged during the difficult IMF era in Korea in 1998. During the 90's the majority of English Education majors at Pusan National University in Korea had studied and/or traveled overseas for extensive periods of time during their undergraduate career. But, in 1998 opportunities for overseas travel and study had been greatly curtailed due to IMF …

The Transition To A Project-Based Curriculum, Cheryl Hoffman

MA TESOL Collection

This paper examines the initial stages in transforming a grammar-based English as a Second Language curriculum into a project-based one that aims to develop learners’ communicative competence. Included is a definition of project-based learning and communicative competence. The background and setting of the curriculum project are described. The emergence of project-based courses and the transition to these courses is also discussed. Implications for future curriculum projects are considered in terms of managing change within an English language program.

English Teachers In The Former G.D.R. Ten Years After The Wende: What’S New?, Renée Flibotte-Lüskow

MA TESOL Collection

English teachers who work in public schools in the eastern part of Germany are doing a very different type of job than they were ten years ago. Although the physical setting and the subject matter is still the same, they are teaching in a new school system based on the West German model. Their personal and professional relationships with the people they work with are different now, and attitudes toward the language they teach have been altered by the political and social changes. This paper seeks to identify interviews conducted in a certain region during a short time span. It …

Adapting The C-L/Cll Approach To A Conventional Textbook Setting: A Novice Teacher’S Reality, Laura Fleher

MA TESOL Collection

This paper is an analysis of the Counseling-Learning/Community Language Learning Approach’s adaptability in a conventional textbook setting. My second internship experience which takes place in a college summer ESL program is the testing ground for my development as a novice C-L/CLL teacher. Questions, doubts, and concerns about the value of a new and an old teaching method are discussed. The importance of distinguishing between approach, method, and technique is advocated. Utilizing the classic cycle of activities is necessary to a novice teacher’s internalization of the C-L philosophy. However, the conventional teaching method, the textbook, is familiar and valued by students …

Language Learning Strategies: A Primer, Carol Lindenbrock Fujii

MA TESOL Collection

The question of why some learners acquire a second language more quickly than others has long been a problem for language teachers. Even when students seem basically equal in terms of opportunity and intelligence, progress can vary greatly. Variations in the language learning strategies students employ could explain why some students do better than others. Students can profitably explore the areas of language learning strategies to become more aware and successful learners. This paper begins by defining language learning strategies as the tools learners use to plan, monitor, and evaluate their own learning and to make that learning more efficient. …

Toward Student-Led Reading Discussion In The Classroom: A Teacher’S Journey With Reader Response, Judy Davis

MA TESOL Collection

This paper traces an ESL teacher’s learning curve with student-based reading discussion, both teacher-guided and student-led. It comments on her pre-teaching experience with formalist and reader response theory as a reader, student, writer, editor, and then as teacher experimenting with student-led discussion in three consecutive terms. Special attention is given to the strategies that were used to build a reading community and to facilitate the release of students’ voices in the reading discussions. The taped, transcribed discussions are summarized for their intellectual content and examined to assess the social and linguistic benefits to the students. Also evaluated are the uses …

Timed Conversation: One Routine For Engaging Large Classes Of Non-Motivated Learners In Meaningful Oral Communication, Bradley J. Deacon

MA TESOL Collection

This paper will explore an activity called “Timed Conversation” that I use in large classes of relatively unmotivated first and second year non-language majors in a Japanese university setting. Timed Conversation is designed to help students to communicate in native-like and incrementally longer sustained dialogues in the target language. In the activity, the students interact with many partners and practice conversations while practicing various language expressions. In every lesson over the course of a semester they speak in conversations about a number of topics for a set limit of time. The goal is to be able to speak more fluently …

Just Like The Dutch Kids: A Sociolinguistic Study Of A Child's Early Acquisition Of Dutch As A Second Language, Judith Marlow Herby

MA TESOL Collection

opportunity for my family to spend a year in the Netherlands provided me with the occasion to observe my son’s acquisition of Dutch and to discover with him what it is like to become bilingual. This study of his progress begins in the U.S. with his introduction to Dutch as a foreign language at the age of 3 years, 1 month, and continues through his eighth month in the Netherland (age 4,5). Special attention is given to sociolinguistic factors as well as behavior and cultural adjustment. A journal of his verbal and behavioral progress was kept during this time and …

Ways; Socio-Cultural Aspects Of Tesl In Japan, Linda Hiroko Enga

MA TESOL Collection

The objective of this paper is to present aspects of the Japanese society and culture which may directly or indirectly affect the ESL class, specifically in a Japanese college or university. An analysis of these facts and their relevance in the ESL class and teaching techniques which have been used to meet the specific needs of the Japanese ESL students are also given.

Development And Use Of Student-Conducted Interviews With Native Speakers For Use In The Language Class, Janie L. Duncan

MA TESOL Collection

No abstract provided.

A Supplementary Reference Guide For Non-Native English Speakers On The Communicative And Cultural Aspects In The Esl Miscellany, Joanne Ching Chao

MA TESOL Collection

This is a supplementary guide designed especially for non-native ESL users to be used in conjunction with The ESL Miscellany. It covers two parts of the book, the Communicative Aspect and the Cultural Aspect. In the Communicative Aspect this guide includes the definitions of all the idioms under the different categories, such as food, music, colors, and religion which appear in The ESL Miscellany. In the Cultural Aspect, six areas have been explained and defined. These are “Famous Americans”, “heroes”, “Historical Sites”, “Dates and Holidays”, “Famous Quotations”, and “Proverbs”.

A Handbook For Esl Teacher Training At Okinawa Christian School, Dan Jerome

MA TESOL Collection

The handbook has been designed for use as the text in a two or three day teacher-training course as well as a reference book of information useful throughout the academic year of the school. Because many of the ESL teachers at the school are inexperienced and/or untrained in the field, the information and suggestions have been written in non-technical language using a question/answer style that attempts to deal with the practical issues with which new teachers are most concerned. More than a “how-to” book, however, the handbook suggests matters of philosophical importance that will help teachers see beyond the immediate …

An Introduction To Rods : Grammar And Story Telling, Edward A. Combes

MA TESOL Collection

In this paper I propose a way of using rods in teaching ESOL that is consistent with my personal assumptions about teaching and learning. It is written for teachers with no or little previous experience working with rods.

The introduction of the paper tells of my own start in working with rods and why I feel rods to be an exciting and important learning tool. Next there is a step-by-step analysis of the application of rods in teaching the present, past, future, and perfect verb tenses. Finally I address ways of using rods to generate stories, with rods representing all …

Three Bible Stories : Creation, Ruth And The Birth Of Jesus According To Matthew, Judy M. Barber

MA TESOL Collection

The primary function of this paper is to provide reading materials of a religious nature for a student on a beginning or lower intermediate level. The simplified texts of the creation, of Ruth and of the birth of Jesus according to Matthew are preceded by a brief overview of structures contained therein. Along with each story are questions for vocabulary reinforcement and others designed for personal reflection. Included with each one is a glossary of terms with translations from English to Spanish. Paralleled Biblical texts from Scofield Study Bibles in English and Spanish are also included at the end of …

A Personal Guideline For The Use Of Correction In The Classroom, Carol Ann Wilson

MA TESOL Collection

Correction is an important aspect of teaching, one that ESL teachers face daily. At issue is the ability to match the teacher's goals or priorities with what is supposed to be taught or learned, and the specific teaching-learning environment.

The study presents my original definition of correction, the beginning reference point for this work, which is eventually compared to a new definition of correction. The evolution of the new definition is based upon documentation and analysis of five case studies and the systematic generation and development of a model for correction use.

The model is adaptable for use by any …

Teaching And The Boarding School Environment At Tasis England, William Bradley Stevenson

MA TESOL Collection

This paper discusses my 1981 summer teaching experience at TASIS England, an American boarding school located outside London. In this environment, there were personal constraints both on the students and on myself. I increased my knowledge of the shape and structure of English and how to teach it. In the classroom there are always discipline problems. I look at one way I found to deal with them. In this boarding school environment, I had additional duties that gave me the opportunity to learn about teenagers. I also gained some insight into culture and how to relate to these international students …

Teaching Esl Through American Songs: A Sourcebook, Julia Ann Somers

MA TESOL Collection

No abstract provided.

Language And Culture In Two Worlds: Teaching English To Hmong Refugees, Sherry Lieberman Preiss, Cammille Smith

MA TESOL Collection

This project is a presentation of two curricula, one for teaching Hmong children and the other for teaching Hmong adults. The curricula provide the necessary guidelines to implement bicultural ESL instruction in a monolingual setting. Included are theoretical discussions that explain the rationale behind the format and content of each of the curricula. The curricula themselves are divided into situational units containing various linguistic and cultural components. The project stemmed from a student teaching internship in Rutland, Vermont, where the authors instructed several families (adults and children) of Hmong refugees. Although the project was primarily aimed towards teaching Hmong refugees, …

Live...From The Language Lab., Ursula H. Raeth

MA TESOL Collection

No abstract provided.

Language Conflict: A Case Study Of National Language Selection In Iran, Kenneth Pransky

MA TESOL Collection

Iran is a complex nation composed of many nationalities and languages. Through the centuries, it has been plagued by interethnic conflicts, and rapid modernization in this century has exacerbated longstanding differences, especially between the dominant, Farsi speaking group and Iran's numerous non-Farsi speaking minorities. No issue has symbolized Iran's interethnic conflicts in this century more than language problems.

Iran's history of language conflict is treated as a case study through which to explore more universal dynamics of language conflict. Emphasis is laid on the historical development of ethnic attitudes, the function of language as a symbol of ethnicity, the necessity …

A Hodge-Podge Of Written Realia, Suzanne Petrick

MA TESOL Collection

No abstract provided.

Games And Activities Based On Grammatical Areas Which Are Problems For The Intermediate Esl Student, Cheryl Olson, Susan Shalek

MA TESOL Collection

This project consists of games and activities based on grammatical areas which are problems for the intermediate-level ESL student

After polling ESL teachers, we selected three specific problem areas:

(1) irregular past tense verbs (2) modal auxiliaries (3) verbs in the perfective

For each grammatical area we have created a minimum of six games/activities, including at least one card game, one board game, one individualized activity, and one jazz chant.

Every game and activity has been tested through actual use in at least one ESL classroom. Revisions have been made based on the results of this testing.

Facilitating The Learning Of How To Learn: The Development Of Active, Resourceful, And Responsible Learners In An Experiential, Cross-Cultural, Academic Program, Teryl Lee Lundquist

MA TESOL Collection

A primary goal for education is the development of learners who know how to learn actively, resourcefully, and responsibly in the changing and complex environment in which they find themselves. Based on my own experiences as a learner and an educator , and most specifically on my experience as Academic Director of two College Semester Abroad groups to Ireland, I have formed five priorities for myself as a facilitator of such learning. These priorities are - (1) To encourage the learner first to view him or herself as the most valuable resource available, and then to look to other human …